Course Outline for English 1
Critical Reading and Composition

Effective: Fall 2019
SLO Rev: 11/30/2018
Catalog Description:

ENGL 1 - Critical Reading and Composition

4.00 Units

This is an introductory course offering integrated instruction in reading, critical thinking, and expository and argumentative writing, intended to develop the ability to read and write complex, college-level prose. Theme-based units of study will examine ideas in relation to individuals' world view and contexts from which these ideas arise. Primary texts will showcase diverse writers, including marginalized voices. Some research required.
Prerequisite: Eligibility for college-level composition as determined by multiple measures or other appropriate method or ENGL 102.
1501.00 - English
Letter Grade Only
Type Units Inside of Class Hours Outside of Class Hours Total Student Learning Hours
Lecture 4.00 72.00 144.00 216.00
Total 4.00 72.00 144.00 216.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. demonstrate critical thinking and reading skills in both class discussion and in writing a. recognize and analyze how racism, xenophobia, sexism, homophobia, transphobia, ableism, and classism shape the contexts for thinking, reading, and writing; b. read, summarize accurately, synthesize, analyze, and evaluate a variety of primarily non-fiction texts from a range of academic contexts and cultural background for content, context, and rhetorical merit; c. analyze and compare essays, book-length works and/or other media for structure, tone, style, purpose, audience, and effectiveness of argument; d. recognize how ideas under discussion are related and how they reflect and inform individual students’ experiences as well as a collective experience as scholars.
  2. demonstrate composition skills meeting college-level standards of academic prose a. define a line of inquiry; b. write unified, well-organized essays with arguable theses and persuasive support; c. develop varied and flexible strategies for generating, drafting and revising essays; d. write timed/in-class essays exhibiting acceptable college-level control of mechanics, organization, development, and coherence e. select and integrate the ideas of others through paraphrasing, summarizing and quoting without plagiarizing; f. identify facts, inferences, assumptions, and opinions; g. use inductive and deductive reasoning; h. recognize and clarify viewpoints; i. use a variety of rhetorical strategies and make stylistic choices based on topic, purpose, and audience to develop an academic voice; j. proofread and edit essays for presentation so they exhibit no disruptive errors in English grammar, usage, or punctuation.
  3. demonstrate appropriate research techniques a. understand the purpose of research; b. find, evaluate, analyze, and interpret information from credible primary and secondary sources, and incorporate them into written essays, using appropriate documentation format.
Course Content:

Instruction integrating critical thinking, reading, and writing

  1. Student-Centered and Equity-Oriented Curriculum
    1. relating course materials to the lives and values of students to create student-centered classrooms in which students are meaning makers; students provide cultural capital to engage in academic discourse; acculturation into academic pursuit does not diminish students’ histories and cultural wealth; there is transparency in recognizing a wide range of voices and media as text, including that of students.
  2. Reading and Critical Thinking
    1. detailed critical analysis of book-length works (primarily non-fiction) as well as essays, and/or other media for the purpose of developing academic work;
    2. showcase diverse authors and perspectives (based on culture, gender, race, ethnicity, class, national or geographic background, and sexual orientation) as well as diverse subject matters, genres, and forms related to theme based units of study;
    3. theory and practice of critical thinking strategies.
  3. Writing
    1. writing of several academic papers, totaling 6,000 words, including a research paper, based upon texts and any other media under study;
    2. training in the process of writing will include:   pre-reading and pre-writing strategies;
    3. academic standards of argument and composition;
    4. developing a thesis and supporting it;
    5. distinguishing fact from inference, assumption, and judgment;
    6. identifying relevant evidence and incorporating it into original arguments;
    7. strategies for critical revision;
    8. strategies for revising essays based on directed peer review;
    9. building ethical arguments by synthesizing various sources to write for an academic audience;
    10. instructor review of writing and student-instructor conferences.
  4. Introduction to Research
    1. understanding the purpose of research as pursuing a line of inquiry, not proving one's point;
    2. identifying and organizing the research process;
    3. identifying relevant passages of source material to cite;
    4. integrating quotations and paraphrases into one's text;
    5. using a citation system (MLA style);
    6. library skills including: use library technology to locate sources; evaluate available reference and other specialized materials; locate various library services;
    7. inclusion of a range of academic as well as non-traditional sources (for example:  music, poetry, spoken word, and film).
Methods of Instruction:
  1. Collaborative learning in pairs and groups, which may include brainstorming, modeling close reading, developing analysis and synthesis, debate, role playing, and enactment.
  2. Distance Education
  3. Instruction and scaffolding for developing a research paper that posits an interpretive argument, logically supported by text(s) as well as secondary sources.
  4. Lecture/Discussion that requires students to construct meaning and engage in academic discourse.
  5. Presentation and analysis of multimedia materials in support of primary texts and/or understanding of elements of multimedia composition.
  6. Revision activities to improve style, structure, and coherence, including peer review, self reflection, and instructor conferences.
Assignments and Methods of Evaluating Student Progress:
  1. Give an oral presentation in a small group evaluating an assigned essay from a text
  2. Write an analysis of a full-length text, developing a thesis, proven through text citation and argumentation.
  3. Write a research paper on issues raised in the full-length text, taking an argumentative approach.
  1. Essays and other assigned writing, including timed in-class writing, evaluated on critical thinking, development of thesis, and correct mechanical usage.
  2. Depth of understanding of assigned readings assessed via reading tests, final and/or midterm examination.
  3. Quality and consistency of class presentations, responses, and regular in class and/or homework assignments.
  4. Self-reflection and peer evaluation of reading and writing.
Upon the completion of this course, the student should be able to:
  1. Organize a paper so that it is unified and coherent;
  2. Respond to a topic, demonstrate critical thinking, comprehension and use of text to support ideas;
  3. Demonstrates sentence-level fluency and control of grammar.
Textbooks (Typical):
  1. Wilkerson, I. (2011). The Warmth of Other Suns Vintage.
  2. Coates, T. (2015). Between the World and Me Spiegel and Grau.
  3. Hacker, D (2016). The Bedford Handbook (10th). Bedford/St. Martins.
  4. Allen, D. (2017). The Life and Times of Michael A. Liverlight.
  5. Urrea, L A. (2004). The Devil's Highway Little Brown.
  6. Ward, J. (2013). Men We Reaped Bloomsbury.
  7. Jones, C. (2016). When We Rise Hachette.
  8. Stevenson, B. (2015). Just Mercy: A Story of Justice and Redemption Spiegel and Grau.
  9. Graff, G., C. Birkenstein, R. Durst. (2018). They Say, I Say: The Moves the Matter in Academic Writing (With Readings) (4th ed). Norton.
  10. Grann, D. (2017). Killers of the Flower Moon Doubleday.
  11. Gourevitch, P. (1999). We Wish to Inform You that Tomorrow We Will Be Killed with Our Families Picador.
  12. Smith, P. (2010). Just Kids Ecco.
  13. Hedges, C, J Sacco. (2014). Days of Destruction, Days of Revolt Nation Books.
Abbreviated Class Schedule Description:
This is an introductory course offering integrated instruction in reading, critical thinking, and expository and argumentative writing, intended to develop the ability to read and write complex, college-level prose. Examination of ideas in relation to individuals' world view and contexts from which these ideas arise. Some research required.
Prerequisite: Eligibility for college-level composition as determined by multiple measures or other appropriate method or ENGL 102.
Discipline:
English*